Inclusive Early Education Expansion Program

General Questions

1. What is the purpose of the Inclusive Early Education Expansion Program (IEEEP) funding?
   
   The purpose of the IEEEP funding is to increase access to inclusive early learning and care (ELC) programs for children with disabilities, including children with severe disabilities; and to fund the cost to the California Department of Education (CDE) of conducting an evaluation of the IEEEP. Funding for the IEEEP is in accordance with Assembly Bill 1808 (Chapter 32, Statutes of 2018).
   
   
2. How may IEEEP funds be used?
   
   There are three main activities for use of IEEEP funding, which include:
   
   
   • Facilities: Funding can be used by a Local Education Agency (LEA), either for its ELC programs or for ELC programs operated by a consortium of ELC providers; for facility repairs and renovations that will assist children with disabilities, including children with severe disabilities, in increasing access to inclusive ELC programs. Funding for new facility construction can only be used by LEAs to improve its own facilities.
   • Adaptive Equipment: LEAs or ELC consortium providers may use the IEEEP funds to improve the accessibility for indoor and outdoor environments by building or purchasing adaptive equipment in order to increase participation of children with disabilities, including severe disabilities.
   • Professional Development: Funding can be used by LEAs and ELC consortium providers for professional development to ensure that ELC staff are prepared to serve children with a broad range of disabilities, including children with severe disabilities.
     
     
3. What is the grant period for the IEEEP?
   
   The grant period began on June 15, 2020, and continues through December 31, 2024.
   
   
4. Who are the recipients of IEEEP grant funding?
   
   Information regarding the IEEEP grantees can be located on the CDE Funding Results web page.

Professional Development

1. What are the CDE required trainings?
   

   
   The Inclusive IEEEP grantees that received funding for the purposes of professional development must ensure that over the initial 24-month period of the grant, which is through June 15, 2022, and within 24-months of the hiring of new early learning and care staff, that all of the five required training topics are completed. The IEEEP grantees are responsible for maintaining evidence of completion of the five required trainings, which are:

   • Ages and States Questionnaire-Social Emotional
   • Supporting Inclusive Practices
   • Adaptations and Accommodations
   • Universal Design for Learning
   • Behavior and the use of Positive Behavioral Supports
     
     
2. Are there any organizations that the CDE recommends for IEEEP grantees to complete the required training topic requirements?
   
   The following organizations provide training that are required by the Early Learning and Care Division for IEEEP grantees who received professional development funding:
   • Training Topic: Ages and Stages Questionnaire-Social Emotional
     • Ages and Stages Questionnaire Social Emotional-2(ASQ:SE-2) Introduction [Link no longer available]
     • ASQ:SE-2 Comprehensive
     • ASQ:SE-2 Training of Trainers
   • Training Topic: Supportive Inclusive Practices
     • Supportive Inclusive Practices
     • Supportive Inclusive Practices IEEEP padlet
   • Training Topic: Adaptations and Accommodations
     • Desired Results Access Project: Planning Adaptations for Distance Learning
     • Beginning Together
   • Training Topic: Universal Design for Learning
     • Multi-tiered System of Support (MTSS) resources:
       • CAST Universal Design for Learning (UDL)
       • UDL Overview (Video; 3:38)
       • IRIS Center Peabody College Vanderbilt University
       • Beginning Together
     • UDL in Early Learning for Distance Learning
   • Training Topic: Behavior and the use of Positive Behavioral Supports
     • California Teaching Pyramid (WestEd)
     • Center on the Social and Emotional Foundations for Early Learning
     • National Center for Pyramid Model Innovations (NCPMI)
       
       
3. What are other CDE recommended trainings?
   
   The IEEEP grantees that received funding for the purposes of professional development must ensure that early learning and care staff and any consortium early learning and care providers, as applicable, complete a minimum of three (3) CDE-recommended trainings over the course of the funding period. The training topics must be from the following list:
   
   • Strengthening Families
   • Centers for Disease Control: Learn the Signs, Act Early
   • Pyramid Model Implemented with practice-based coaching
   • Inclusive Classroom Profile (ICP)
   • Embedded Instruction Teaching Practices (California)
   • Beginning Together
   • California Preschool Instructional Network (Inclusion Works)
   • Trauma-Informed Care
   • Education coursework specific to early childhood education for children with special needsi
   • Other: any other training program upon written submission and prior approval by the CDEii,iii
     
     
4. Are there any organizations that the CDE recommends for IEEEP grantees to complete the recommended training topic requirements?
   
   The following organizations provide trainings that are recommended by the Early Learning and Care Division for IEEEP grantees who received professional development funding:
   • Strengthening Families:
     • Strengthening Families
     • Children's Trust Fund Alliance
     • Center for the Study of Social Policy: Ideas into Action
   • Centers for Disease Control: Learn the Signs, Act Early
   • Pyramid Model Implemented with practice-based coaching:
     • California Teaching Pyramid (WestEd)
     • The National Center for Pyramid Model Innovations (NCPMI)
   • Inclusive Classroom Profile (ICP)
   • Embedded Instruction Teaching Practices (California)
   • Beginning Together
   • California Preschool Instructional Network (Inclusion Works)
   • Trauma-Informed Care:
     • California Early Childhood Online
     • California Resource and Referral Network: Contact your local resource and referral agency
   • Education coursework specific to early childhood education for children with special needsi
   • Other: any other training program upon written submission and prior approval by the CDEi,ii

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i If specific staff members are fulfilling a training topic(s) through coursework specific to early childhood for children with special needs, the IEEEP grantees are responsible for maintaining evidence of completion of the coursework that will be meeting this requirement.

ii Not all staff are required to complete the same three (3) recommended trainings. Trainings may be individualized for staff professional development needs.

iii Grantees who are planning to utilize any other training program must seek prior written approval from the CDE by emailing a written submission of an Alternative Training Request [Link no longer available] to the IEEEP mailbox.

Facilities

1. When does facilities construction under the IEEEP need to begin?
   
   

   Facilities construction for the IEEEP must begin on or before July 31, 2022, for facilities modification and/or new classroom construction. Once appropriate bids are received, the CDE considers any work to be completed in order to move forward with the modifications or new construction. Architectural expenses, and expenses for other items associated with beginning the project, is considered beginning the modifications or new construction and is billable to the grant. Grantees planning to begin work no later than July 31, 2022 must ensure, that in doing so, they will be able to complete the facilities construction projects before the end of the grant period.

Adaptive Equipment

1. What types of adaptive equipment purchases qualify for the IEEEP?
   
   The IEEEP grantees that received funding for the purposes of adaptive equipment must use the funds for the purchase or building of adaptive equipment or to modify or repair existing equipment to render it more useful for children. The adaptive equipment must:
   
   
   • Improve accessibility and quality of both indoor and outdoor environments to support the participation of children with disabilities in all daily activities and routines
   • Enhance participation and access to instructional materials and activities in inclusive ELC programs
   • Be universally designed and meet Americans With Disabilities Act standards
     
     

   Examples of adaptive equipment include, but are not limited to, the following:

   • Adaptive and instructional materials
   • General adaptive and universally designed materials
   • Adaptive utensils, bowls and other feeding equipment
   • Changing tables
   • Adaptive furniture
   • Visual cues for daily routines, and sensory materials
   • Adaptive playground equipment, whether movable or permanent

Note: If applicable, for adaptive equipment projects, the LEA must solicit competitive bids and follow the Public Contract Code.

Independent Evaluator

1. What is the role of the IEEEP independent evaluator?
   
   The independent evaluator will evaluate IEEEP grantee’s effectiveness in expanding access to inclusive early learning and care programs and providers. The evaluation will include qualitative and quantitative approaches to evaluate the core activities of the IEEEP grant. IEEEP grantees must participate and respond to the evaluation processes and protocols.

2. How will the independent evaluator measure progress for the IEEEP?
   
   The independent evaluator will analyze the data from grantee reports and collect additional data using surveys, interviews, and site visits to provide a picture of implementation. The evaluation will examine progress made toward each of the required grantee responsibilities and assess the impact of the funding on improved access, participation, and supports for inclusive early learning and care programs. The combination of quantitative and qualitative data will provide a picture of implementation progress at baseline and after each quarter, and will allow for an understanding of the context surrounding the successes and challenges faced by sites as they use funds to create accessible and supportive spaces for all early learners.